Middlebridge School is seeking a Director of Remedial Services to co-supervise the Remedial Language Program.
Middlebridge School (MBS) is an independent boarding and day program for students with learning disabilities. Middlebridge School is approved by the Rhode Island Department of Education (RIDE) as a diploma granting organization and is accredited by the New England Association of School and Colleges (NEASC).
Academic Program Overview The academic program is success-oriented, which drives the selection of materials, the pace of progress through curriculum, how assignments and assessments are designed, and the interactions between teachers and students. Students are placed in small classes, with peers who share similar learning profiles, and teachers create expectations that are appropriate to students’ strengths and weaknesses. With an understanding of their own unique strengths and weaknesses, and the many opportunities provided for them to experience success, students make tremendous academic gains and grow to become independent, lifelong learners.
MBS Remedial Program Overview The MBS Remedial Program is a unique and fundamental core component of the academic program. Students attend a 1:1 Tutorial with a Remedial Language Specialist every school day to address specific areas of need and remediation. Possible areas of need include decoding, spelling, fluency, vocabulary, comprehension, and written expression. Additionally, students may also receive instruction that targets the further development of executive functions skills and metacognition, and college class support. Diagnostic assessments, students’ formal evaluations, informal observations, consultation with administrators and other staff members, and student profiles inform program goals.
Remedial Language Specialists provide explicit instruction rooted in the Orton-Gillingham approach and evidence-based research. Our approach is individualized, diagnostic and prescriptive, direct, structured, and systematic to develop proficiency in reading and writing and to support students to become successful, independent learners.
MBS Student Overview
Middlebridge students are complicated learners who demonstrate a distinct pattern of strengths and weaknesses in their academic profile. Traditionally, the Middlebridge student presents with difficulties in areas such as reading fluency, reading comprehension, written expression, and vocabulary. There may be particular challenges with processing speed, working memory, executive function, and receptive and expressive language. Our students may struggle with organization, planning, time management, and social pragmatics.
The Co-Director of Remedial Services will work in conjunction with the Co-Director to achieve the following supervisory roles:
Support and guide Remedial Language Staff (RLS) in the development of individualized remedial language programs for students in their caseload.
Supervise Remedial Language Tutors in their professional development.
Provide training to the RLS and MBS community regarding best practices for language instruction and assessment, understanding student learning profiles, and being in compliance with program requirements.
Assist in the ordering and oversight of our Remedial Language Library.
Provide appropriate support in the composition and editing of biannual semester student reports.
Position Includes and Requirements:
The position is full time and includes a benefit package.
Applicants with advanced degrees: For Example- Special Education, Speech Pathology, Clinical Psychology, Reading Specialist,
Applicants should have a background in reading programs such as Orton-Gillingham and Wilson
Applicants should have a background in working with students with learning disabilities.
About Middlebridge School
The mission of Middlebridge School is to provide instruction, opportunities, and support for students with learning differences.
Our community is designed to develop students’ academic abilities, intellectual curiosity, and physical and social-emotional development.
We strive to create life-long learners with increased independence and maturity that thrive in the post-graduate setting of their choice.